Assessment beliefs and practices of Libyan Secondary School English language teachers
Despite the increasing concerns about the importance of assessment, the studies that directly address the assessment beliefs and practices among Libyan secondary school English language teachers are scarce. The present study aimed to investigate the Libyan teachers’ classroom based assessment belief...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Australian International Academic Centre
2020
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| Online Access: | http://psasir.upm.edu.my/id/eprint/87945/ http://psasir.upm.edu.my/id/eprint/87945/1/ABSTRACT.pdf |
| _version_ | 1848860527337406464 |
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| author | Nimehchisalem, Vahid Abdalla, Marwa M. |
| author_facet | Nimehchisalem, Vahid Abdalla, Marwa M. |
| author_sort | Nimehchisalem, Vahid |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | Despite the increasing concerns about the importance of assessment, the studies that directly address the assessment beliefs and practices among Libyan secondary school English language teachers are scarce. The present study aimed to investigate the Libyan teachers’ classroom based assessment beliefs and practices and the relationship between them. For this purpose, a total of 90 Libyan English teachers participated in a survey by responding to a questionnaire which explored their beliefs and practices in the four stages of assessment; namely, planning,
implementing, monitoring and recording. Based on their perceptions, other than their confusion over ethical matters in assessment, the teachers’ beliefs and practices generally seemed to be at
an acceptable level. The results also demonstrated that the relationship between teachers’ beliefs and practices is positively moderate and significant in all stages of assessment. The findings
are expected to provide insights into the difficulties encountered by the language teachers and learners in the assessment processes, and therefore, enhance assessment practice and learning conditions. |
| first_indexed | 2025-11-15T12:46:39Z |
| format | Article |
| id | upm-87945 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T12:46:39Z |
| publishDate | 2020 |
| publisher | Australian International Academic Centre |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-879452022-05-24T08:03:06Z http://psasir.upm.edu.my/id/eprint/87945/ Assessment beliefs and practices of Libyan Secondary School English language teachers Nimehchisalem, Vahid Abdalla, Marwa M. Despite the increasing concerns about the importance of assessment, the studies that directly address the assessment beliefs and practices among Libyan secondary school English language teachers are scarce. The present study aimed to investigate the Libyan teachers’ classroom based assessment beliefs and practices and the relationship between them. For this purpose, a total of 90 Libyan English teachers participated in a survey by responding to a questionnaire which explored their beliefs and practices in the four stages of assessment; namely, planning, implementing, monitoring and recording. Based on their perceptions, other than their confusion over ethical matters in assessment, the teachers’ beliefs and practices generally seemed to be at an acceptable level. The results also demonstrated that the relationship between teachers’ beliefs and practices is positively moderate and significant in all stages of assessment. The findings are expected to provide insights into the difficulties encountered by the language teachers and learners in the assessment processes, and therefore, enhance assessment practice and learning conditions. Australian International Academic Centre 2020 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/87945/1/ABSTRACT.pdf Nimehchisalem, Vahid and Abdalla, Marwa M. (2020) Assessment beliefs and practices of Libyan Secondary School English language teachers. International Journal Of Applied Linguistics and English Literature, 9 (6). 99 - 109. ISSN 2200-3592; ESSN: 2200-3452 https://www.journals.aiac.org.au/index.php/IJALEL/article/view/6457 10.7575/aiac.ijalel.v.9n.6p.99 |
| spellingShingle | Nimehchisalem, Vahid Abdalla, Marwa M. Assessment beliefs and practices of Libyan Secondary School English language teachers |
| title | Assessment beliefs and practices of Libyan Secondary School English language teachers |
| title_full | Assessment beliefs and practices of Libyan Secondary School English language teachers |
| title_fullStr | Assessment beliefs and practices of Libyan Secondary School English language teachers |
| title_full_unstemmed | Assessment beliefs and practices of Libyan Secondary School English language teachers |
| title_short | Assessment beliefs and practices of Libyan Secondary School English language teachers |
| title_sort | assessment beliefs and practices of libyan secondary school english language teachers |
| url | http://psasir.upm.edu.my/id/eprint/87945/ http://psasir.upm.edu.my/id/eprint/87945/ http://psasir.upm.edu.my/id/eprint/87945/ http://psasir.upm.edu.my/id/eprint/87945/1/ABSTRACT.pdf |